International Journal of Engineering and Technical Research (IJETR)
ISSN: 2321-0869, Volume-1, Issue-8, October 2013
Use of Social Networking Sites in Higher Education
SAMIKSHA SURI
Abstract Social networking sites are extremely popular
online destinations that offer users easy ways to build and
maintain relationships with each other, and to disseminate
information in an activity referred to as social networking.
Students, lecturers, teachers, parents and businesses, in
increasing numbers, use tools available on social networking
sites to communicate with each other in a fast and cost- effective
manner. The use of social networking sites to support
educational initiatives has received much attention. However,
the full potential of social network sites has yet to be achieved as
users continue to strive for optimal ways of using these sites, as
well as battle to overcome the negative characteristics (for
example, privacy, security, governance, user behaviour,
information quality) of these sites. This paper proposes factors
for successful use of social networking sites in higher
educational institutions. These success factors need to be
adopted by users in order to develop the positive aspects of social
networking, while at the same time mitigating the negative
characteristics. An initial set of factors for successful use of
social networking sites, as well as measures to test successful use
of social networking sites were derived from the literature.
These factors were tested by means of an online survey of
students at a university, the results of which informed the final
factors for successful use of social networking sites. The factors
enable users to overcome the negative characteristics associated
with social networking sites. If used successfully, social
networking sites can offer lecturers and students a useful tool
with which to develop their relationship and contribute to their
learning experience.
Index Terms Social Networking, Social Networking Sites,
higher Education
I. INTRODUCTION
Social networking refers to the gathering, representation,
processing and dissemination of social information, such as
race, sexual orientation and partners, religion, body type,
favourite books and movies, relationship status and photo
albums [46]. This information is shared between friends,
colleagues, family members and strangers [26]. Social
networking is enabled via social networking sites (SNSs)
predominantly, but not exclusively, on the Internet. Users
register with a particular SNS, following which social
interaction ensues. Social networking technologies are
intended to be easy to learn and use [26], and consequently
have been used in a variety of contexts to improve the speed
and effectivity of communication.
Learning, as an intensely social activity [41], is one such
context which can benefit specifically from the use of social
networking. It provides opportunities for learning both within
and without the classroom and increases the sense of
Manuscript received September 28, 2013
SAMIKSHA SURI, Lect. Computer Applications, J & K, India.
7 www.erpublication.org
connectedness between learners [26]. SNSs can be used to
host events, debates, reviews; aggregate resources; support
courses and reading circles; provide space for discussing
ideas for learning design; expert elicitation and consultation
as well as afford users opportunities for forging new
connections and gaining access to distributed intelligence
[12]. They have been used to solve assignment problems
collaboratively [19] and craft an online identity [19]. Social
networking also offers teachers and students opportunities to
nurture the student- teacher relationship, which can ultimately
create a positive learning experience for both parties [40].
However, the use of social networking in an educational
context is not without concern.Teachers with access to an
extant, in-house secure site for information sharing and
interaction with students are reluctant to change to popular
SNSs, more so when they question their own technical
competence with such sites [9]. Learners do not see the
connection between use of social networking and skills valued
by teachers at school [19]. Furthermore, the practice of
sharing knowledge, what counts as knowledge in a learning
community, learner characteristics and propensity to use
social networking, technical problems (particularly for those
who were not quite competent in technology), language
barriers (particularly for those who were not English majors),
and time management (particularly for those who were not
familiar with blended e-learning) impede increased adoption
of social networking in education [26].Whilst acknowledging
the value of social networking in education, it is not being
used in its full capacity or to its fullest potential [43, 48].
Further research is suggested in the areas of cognitive and
social processes through which students create, share and
filter information [48], as well as frameworks that describe
patterns of user behaviour [12].This research is concerned
with the use of SNSs in an educational context and suggests
factors for successful use of SNSs in higher educational
institutions.Section 2 provides a background to social
networking. Section 3 explains the research methodology
employed in the research. Section 4 describes the impact of
social networking. Section 5 describes general guidelines for
use of SNSs, whilst Section 6 proposes a set of factors for
successful use of SNSs, as well as measures of successful use
of SNSs derived from the literature. Section 7 describes the
design of the experiment to test the proposed factors. Section
8 analyses the results of the experiment. Section 9 presents the
final factors for successful use of SNSs and Section 10
concludes the work.
II. BACKGROUND
A. Overview of social networking
Boyd and Ellison [6] define SNSs as web-based services that
allow users to construct a public profile within a bounded
system, articulate a list of other users with whom they share a
 Use of Social Networking Sites in Higher Education
connection, and view and navigate through their list of
connections and those made by others within the system.
A number of SNSs are available for use, each possessing a set
of both common (to all SNSs) and specific functionality.
Blogging [44] are online journals, published through the Web
interface, and focused on topics reflecting the interests of the
authors. Wikipedia [44] is an online open source
encyclopedia built by aggregating wikis, which are tools of
collaborative authoring of tagged hypertext content. Flickr
[44] is an easy to use photo sharing service that allows users to
upload, tag, and share photos. MySpace and Bebo [44] allows
users to build, launch and share their multimedia Web
presence, and invite friends to form social networks.
Facebook [23] is a particularly popular online social
networking community similar in functionality to MySpace
and Bebo. LinkedIn [44] is a social network for business
professionals. Del.icio.us [44] is a bookmarking service that
allows users to create their tagged bookmarks in shared Web
spaces. Blackboard/WebCT [5] is a learning management
system that provides learners with opportunities to share
comments and insights on particular aspects of courses with
teachers and peers.SNSs are extremely flexible to use and
expand opportunities for socialisation [39]. They allow users
to search for other students in their discipline, keep up with
old friends and make new ones, flirt, gossip, complain about
classes, and post an unlimited number of photos [39].
Social networking empowers users with low technological
sophistication in using the Web to manifest their creativity,
engage in social interaction, contribute their expertise, share
content, and disseminate information and propaganda [44] or
to network among business peers [51]. Social networking
appeals to people because it is an opportunity for personal
sharing of life experiences, venting frustrations and offering
reflections on a variety of social issues [61].
Facebook is an extremely popular example of an SNS with a
large following [36] which allows students to form study
groups and find out about upcoming events in campus clubs
and organisations [36]. Ellison et al [17] state that the site is
tightly integrated with its users daily media practices with
typical users spending about twenty minutes a day on the site.
B. Features on SNSs
A common theme of social networking is the creation of a
shareable personal profile [22]. Typically, users:-
1.Create a profile for themselves,
2.Connect with other users by sending a friend request,
which needs to be accepted or denied,
3.Manage lists of friends, use a search engine to find them and
invite them from their email accounts,
4.Send messages of various types (mostly email, but some
sites use instant messaging as well),
5.Post photos in galleries, tag them, and share them with
others, and
6.Customise a range of aspects, from layout and design, to
function and selective disclosure of information to different
audiences [2, 59].
III. RESEARCH METHODOLOGY
A quantitative research methodology using a positivist
approach was adopted. The presence of a body of knowledge
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in the area of social networking that could be used to propose
factors for successful use of SNSs argued for the use of the
positivist approach. Quantitative research generally uses
scientific methods, which include: the generation of models,
theories and hypotheses; the development of instruments and
methods for measurement; experimental control and
manipulation of variables; collection of empirical data;
modelling and analysis of data; and evaluation of results [30].
A key component of the analysis of the data includes factor
analysis. Factor analysis is used extensively in social research
to summarise data by identifying latent relationships within
the data.
Steps in the research include:
1. An analysis of the social networking phenomenon, tools
and underlying technology, common uses and impact of
social networking.
2.An analysis of helpful hints and guidelines and success
factors for effective social networking in organisations.
3.An analysis of the adoption of social networking in terms of
the adoption of new technology and attitudes towards new
technology.
4.Construction of an initial set of factors for successful use of
SNSs.
5.Empirical investigation of the factors by means of a survey
of students at a university.
6.An analysis of the results of the survey, followed by
possible amendments to the factors.
7.Presentation of final factors for successful use of SNSs.
IV. IMPACT OF SOCIAL NETWORKING
Social networking presents many opportunities, which may be
exploited by institutions to enhance learning. However, many
threats exist as well, which need to be overcome by
institutions in order for the full potential of social networking
to be realised.
A. Positive Characteristics of Social Networking: General
Rich environment for content. Social networking tools allow
users to create a reasonably accurate and dynamic information
space [44], in which content and applications can be stored
that may span a wide spectrum inclusive of email, pictures,
journal entries, music, video, contacts, calendar,
spreadsheets, bookmarks, chat transcripts, location
information, and work-related content.
Reputation systems control negative behaviour. Reputation
systems are at the centre of SNSs. They instil confidence in
the social environment in which individuals engage bringing
legitimacy and context to the interactions in these
environments [49]. They also improve governance of SNSs
by restraining negative behaviour [37]. Users of these sites are
aware that their actions are monitored (by peers and
administrators), and try to behave in an appropriate manner.
Weak ties enable a range of opinions. Contact through SNSs
are often shallow, but these weak ties (weak relationships)
are usually enough to encourage unanticipated exchanges
[37].Mann [37] believes that weak links can have more
influence over decisions and insights than strong links
because there are usually so many more of them. These links
 International Journal of Engineering and Technical Research (IJETR)
allow workers to have interactions with a wider variety of
other colleagues, providing exposure to many more groups.
Provides a solution to the Knowledge Gap. The knowledge
gap is the general lack of content sources for the period
between when news is published and the history books are
written [32]. Web logs and wikis fill this knowledge gap,
acting as constantly updated secondary sources of knowledge
[32].
Social networking delivers value. Many small and large
organisations use blogs for marketing and public relations
purposes, as well as for internal communication,
collaboration, and knowledge sharing and management [61].
They also stimulate creative thinking [54] and serve as a
source for quick answers [56]. Real-time access to a
community or network of experts can create real efficiencies
and speed up processes as organisations benefit from the
shared knowledge that their employees gain from these
networks [1, 35, 50].
Improving Customer Relationship Management.
Salespeople tend to carry relationships from one company to
another [14].It is in a companys best interests to integrate a
social networking platform with a sales force automation
application. This improves salespersons effectiveness, and
may enrich relationship knowledge about customers and
prospects [14].
Enables effective Project Management. Where people are
separated by time or distance, blogs and associated
technologies have the potential to weld teams and
communities of practice together, introduce new team
members, side-step the hierarchy, dramatically reduce email,
put control of communications into the hands of its
participants and allow project heads to keep team members
informed of news and progress, as well as observe reactions
from comments posted on the site [55]. SNSs also facilitate
finding co-workers with particular skills or discovering past
work experiences that might be relevant to new projects
Transforms the Knowledge Management Paradigm. Social
networking taps into networks of people to access relevant
practical expertise at the moment of need [27]. Social
networking arises spontaneously as a core activity of daily
work and is driven by natural motivations because it lets
people share what they want to know, whenever they want to,
with whomever and in whatever form they want [27]. People
are able to choose how they want to manage their own
personal knowledge, and embrace the tools that serve their
purpose best [27].
Increased productivity and reduced cost. Facebook allows
employees to communicate with co-workers and colleagues in
seconds, leaving more time for productive work [37]. Mann
[37] also states that managers around the world are using
Facebook to track their colleagues projects and activities;
they can see what people are working on immediately, without
having to call or email them. Companies are also using
Facebook to collect and test ideas about product development
with potential customers, or as a sales tool to identify and find
out about contacts at a target company [37].
B. Positive Characteristics of Social Networking:
Educational
Fosters communication and collaboration. Blogging
represents a growing activity among professionals and
students who appreciate blogs for their mix of informal
commentary, links to resources and personal touch [61]. SNSs
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ISSN: 2321-0869, Volume-1, Issue-8, October 2013
offer people opportunities to share life experiences, vent
frustrations, offer reflections on social issues and express
themselves in a non-threatening atmosphere [61]. SNSs also
enable community involvement in locating expertise, sharing
content and collaborating to build content [7], and allow
knowledge workers to extend the range and scope of their
professional relationships [45].
Social networking supports Research and Development
(R&D). Researchers create new knowledge while using
existing knowledge [47]. Their activities often take place in a
social context made up of informal exchanges, brainstorming,
idea exploration and cross-fertilisation. Social networking
allows researchers to draw from a social network of
information and people outside of their traditional circle of
friends.
Social networking promotes accumulation of social capital.
Social capital, resources accumulated through relationships
among people [17], has been linked to positive social
outcomes, including: better public health, lower crime rates,
and more efficient financial markets [17]. Facebook lowers
the barriers to participation so that students who might
otherwise shy away from initiating communication or
responding to others are encouraged to do so, and, amongst
highly-engaged users, strengthens relationships that would
otherwise remain weak [17].
Motivation and Learning Opportunities. [10] believes that
classroom blogging has the potential to motivate students, to
build online collaboration, and enhance learning
opportunities. Literacy in the classroom may be promoted
through the use of storytelling and dialogue [10]. Clyde [10]
describes SNSs as educational tools because they allow
students to develop ideas and invite feedback. Social
networking helps teachers promote reflective analysis and the
emergence of a learning community that goes beyond the
school walls [10]. Mazer et al [40] found that participants who
accessed the Facebook website of a teacher who disclosed
large amounts of information, anticipated higher levels of
motivation and affective learning, indicating positive attitudes
toward the course and the teacher. Teachers who personalise
teaching through the use of humour, stories, enthusiasm, and
self-disclosure not only are perceived by their students to be
effective in explaining course content [40], but create a
positive teaching atmosphere. Social networking also offers
educators an excellent platform to forge their own
professional identity by sharing with other colleagues and
debating ideas [61], allowing them to extend their
professional relationships.
Learning Tool in Libraries. Clyde believes that blogging in
schools is an information-related activity that requires and
develops information skills in students and should therefore
be supported by school libraries. Social networking can be
used by librarians to raise their visibility, augment or
eliminate stereotypical images of librarians, increase research
assistance traffic via Facebook message boxes and make
library services and librarian assistance more convenient [36].
Enables Educators to be Better Advisors. Comments that
students post on the site may provoke thoughtful conversation
[33]. SNSs may provide helpful information to educators and
help them deal with certain situations better; one educator
knew to go easy on a student when he saw his status change
from in a relationship to single [33]. Students may also
feel more comfortable approaching educators who are present
 Use of Social Networking Sites in Higher Education
and friendly or who interact casually with them on Facebook;
it gives students the encouragement they need [33].
Digital Learning as a Substitution Process. Online learning is
a new social process that is beginning to act as a complete
substitute for both distance learning and the traditional face-
to-face class [24]. The believe that face-to-face courses,
blended with online learning technologies and
methodologies, are generally rated by students as significant
improvements over face-to-face (only) classes.
C. Weaknesses and Threats of Social Networking
Lack of privacy and the related security risks. Private
information, typically the user profile, posted on an SNS is
often violated [25, 34]. Although mechanisms are available to
limit privacy violations, not all sites offer such mechanisms,
and, if they are, they are not always/consistently used by users
[6]. Access to various pieces/levels of information is at the
discretion of users, should they know about or elect to adopt
associated protection mechanisms [59]. Despite a manifest
need for explicit privacy policies and data protection
mechanisms, privacy within SNSs is often not expected or is
undefined [16]or difficult to find and interpret [31]. Trust too
may affect what users are willing to share on sites Facebook
users are more willing to share information, due to a greater
degree of trust in the network, than MySpace users [6].
Social and network security. SNSs are easy to join, lack basic
security measures and are easy for third parties to access [20,
44]. Risks include identity theft, online and physical stalking,
embarrassment, price discrimination [20], as wells as
fraudulent profile pages and messages, defamation, and theft
of artwork or intellectual property [60].The safety of young
users is also a primary concern as sexual predators attempt to
make contact with unsuspecting teenagers [6, 16]. Internet
predators and cyberbullying are also features of SNS use [28,
34].
Legal and regulatory matters. SNSs can be used to perform a
variety of activities that would be considered illegal in many
jurisdictions [60], for example, online bullying, theft of
intellectual property, identity fraud, defamation of character,
privacy infringement and slander. Unfortunately, much
established law and regulation does not apply to SNS.
Suspect information quality. Not all weblogs carry reliable,
current information [10]. Some weblogs are created for the
sole purpose of providing an online platform for the views,
rantings and creative works of the blogger [10]. Desisto and
Smith [14] believe that this will be less of an issue for
experienced users, but insist that new users be educated on
information reliability and quality.
Managing Personal and Professional Time. Social
networking can impact student productivity and work/life
balance [7]. Teachers and lecturers are often distressed by the
lack of concentration and interest displayed by students who
have constant access to these SNSs. Many organisations are
concerned with managing productivity in more loosely
structured network environments, especially in organisations
where the nature of their work is not collaborative or their
cultural environment does not recognise the importance of
social interactions [7]. Social computing holds tremendous
disruptive potential for organisations.
Governing participant behaviours. Bradley [7] explains that
governance of SNSs is not a one size fits all proposition, but
depends on who is participating (employee or public), how
10
they are participating (business or personal) and where they
are participating (corporate site or public site). Social
applications, like all social structures, contain bad behaviour,
which should be expected and addressed in application design
and social mediation [7]. Organisations must balance the
benefits of social networking with the risks of bad behaviour.
Cultural barriers. Social networking is unlikely to work in
organisations with a strong command-and-control culture
[55].These traditional, hierarchical organisations will feel
threatened by the amount of trust and equality that is required
in order for social networking to be effective [55]. Social
networking holds the potential to destroy hierarchies and
departments [57]. Barriers can also form between cultures
inclined towards technology and those that battle to adopt
new technologies.
Lack of Professionalism. Students post information that they
do not necessarily want their professors to see [23]. Students
indicate that the student/faculty relationship should remain
professional and should not be sociable. Teachers own
credibility might also be at stake depending on their profile
content and their in/ability to control profile content [40].
Mazer et al [40] urge teachers to proceed with caution in their
use of SNSs.
General reasons why organisations reject social networking.
Managers increasingly reject social networking in their
organisations because of a loss of control; leakage of
information; difficulty in placing so much trust in employees;
limited direct benefit; possible embarrassing exposure;
potential to bypass official channels; threat to conventional
power structures; and reduction of employee productivity
[56]. Organisations that engage in social networking risk
market collisions, product dead ends and paralysis through
lawsuits, social pollution such as spam, scams, stalkers,
identity theft and display of objectionable content.
Demographic collisions can also occur between older
professionals who do not realise the value of social
networking (or are uncomfortable using the tools) and
younger employees whom they think are wasting time [59].
Use of SNSs by employers/professors to check up on
Potential Employees/students. Despite social contracts
describing acceptable behaviour and imploring only personal
use of information on SNSs [51], recruiting companies
continue to use such information in employment decisions
[46] raising a host of ethical concerns [51].
V. GENERAL GUIDELINES FOR USE OF SNSS
Social networking presents a wealth of opportunities for users
within a social, educational and business setting.
Unfortunately, they simultaneously also demonstrate a
number of weaknesses and can be a threat to organisations
and users. Guidelines for good use of SNSs are necessary and
span a wide variety of areas of concern.Policies and standards
must be in place in order to manage security risks in social
networking [60]. Such a governance programme (policies and
standards) should include attention to matters of
accountability for own profile, appropriate and professional
content, appropriate use of profile that distinguishes between
personal and professional use and information ownership,
professional vs personal messaging and monitoring of profile
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 International Journal of Engineering and Technical Research (IJETR)
content [42, 60].Regulations applicable to non-social network
information should also apply to any activities that take place
in the social network environment. Walls [60] states that
corporations should manage content and staff behaviour on
SNSs in a similar way to other environments. Social contracts
found on SNSs outline acceptable behaviour and posting rules
[51]. If these social contracts are violated, the administrators
of the SNS site may remove the offending persons account
from the site, as well as ban them from using the site in future
[18]. If an illegal violation takes place, the perpetrator may be
prosecuted either by the SNS or by the individual whose
rights were violated [18]. Social contracts should be followed
by users in order to prevent privacy, security, legal and
personal problems from occurring on SNSs. Appropriate use
of social contracts will enable users to keep the overlap
between their personal and professional lives to a minimum
[51].It is possible to collect a wide range of content about
individuals for use in recruitment or promotions. Walls [60]
urges users not to use this information, as many fraudulent
profiles have been constructed containing incorrect and
private information without the knowledge of the targeted
people. It is further suggested that actionable information
should be checked carefully before making any decisions
based on this information.Mazer et al [40] suggest that
teachers should be professional, be themselves and respect
their students privacy in order to increase student motivation,
encourage affective learning and improve classroom climate.
Krieglstein [29] suggests that official course activities be
constrained to official online tools, whilst Berg et al [3] are of
the opinion that SNSs should be left for students as a fun site.
Timely advice is provided by Lipka [33] who states that the
consensus on friending on SNSs seems to be: accept
students requests, but do not initiate any yourself.Not all
persons and cultures are equally comfortable communicating
on SNSs. Teachers should prepare children for the
media-saturated culture by developing coping techniques and
practicing responses to problematic situations [4].
In addition to general guidelines, models have been
developed for the adoption of Information Systems
applications, like email and the Internet, which can be applied
equally to the adoption of social networking [53]. The extent
to which critical thinking skills are developed, so espoused by
the Constructivist Approach to teaching and learning [11],
also impacts the adoption of social networking. Additional
factors affecting the adoption and use of SNSs include: age of
the user [13]; level of education of the user [13, 28],
experience (computer literacy skills) of the user [8, 13, 38],
etiquette of the user [58], cognitive ability of the user [13],
training of the user [8, 13], attitude towards application of the
user [8], and level of access (broadband) available to the user
[38].
VI. HYPOTHESIS TESTING
A number of hypotheses were defined on the factors for
successful use of SNSs .The revised hypotheses were then
analysed using Pearsons Correlation Coefficient which
determines the extent to which values of two aggregate scales
are proportional to each other [52]. The hypotheses tests
attempt to demonstrate relationships between the factors and
the dependent variable: successful use of SNSs. A confidence
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ISSN: 2321-0869, Volume-1, Issue-8, October 2013
level of 95.5% (p < 0.05) was set. The results of the tests of
the hypotheses indicate the following:
A relationship exists between Privacy and Security Measures
(Settings for Protection) and successful use of SNSs. The
correlation level is medium, meaning that the settings
instituted do influence the successful use of SNSs.
A relationship exists between Privacy and Security Measures
(Viewers of Profile) and successful use of SNSs. The
correlation level is, however, small, meaning that who views
peoples profile does not influence greatly the successful use
of SNSs.
A relationship exists between Legal and Acceptable
Activities and successful use of SNSs. The correlation level is
medium, meaning that activities on SNSs do influence the
successful use of SNSs.
A relationship exists between Suspect Information and
successful use of SNSs. The correlation level is, however,
small, meaning that checking information posted by an
individual or others on SNSs does not influence greatly the
successful use of SNSs.
A relationship exists between Personal and Professional
Time and successful use of SNSs. The correlation level is,
however, small, meaning that limited distinction is made
between use of Facebook professionally and personally and
does not influence greatly the successful use of SNSs.
A relationship exists between Professional and Ethical
Behaviour (Content) and successful use of SNSs. The
correlation level is, however, small, meaning that content of
the profile does not greatly influence the successful use of
SNSs.
A relationship does not exist between Professional and
Ethical Behaviour (Behaviour) and successful use of
SNSs.Number of Facebook friends, swearing and
commenting on photographs of bad behaviour is not
associated with successful use of SNSs.
A relationship does not exist between Technical Experience
and successful use of SNSs. Levels of computer skills are not
associated with successful use of SNSs.
A relationship exists between Positive Attitude and
successful use of SNSs. The correlation level is, however,
small, meaning that the length of time and when SNSs are
used does not greatly influence the successful use of SNSs.
A relationship exists between Usability (Technical Capacity,
Ease of use, Functionality) and successful use of SNSs. The
correlation level is large, meaning that a fast Internet
connection to an SNS that is easy to use, quick to learn and
offering new and useful features greatly influences the
successful use of SNSs.
A relationship exists between Current and Controversial
Issues (Discovery and Discussion) and successful use of
SNSs. The correlation level is medium, meaning that the need
to be alert to and engage in current and controversial issues
does influence the successful use of SNSs.
VII. FINAL FACTORS FOR SUCCESSFUL USE OF SNSS
The research indicates that the successful use of SNSs is
predicated on a number of factors, not all of which contribute
to the same extent. Successful use of SNSs is based
principally on:
1.Usability: a fast Internet connection to an SNS that is easy to
use, quick to learn and offering new and useful features Of
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 Use of Social Networking Sites in Higher Education
lesser import, but significant in the successful use of SNSs
are:
2.Privacy and Security Measures (settings for protection):
appropriate SNS settings to ensure that information is safe,
and that they are aware of who can view their profile
3.Legal and Acceptable Activities: consideration of the effect
of information on SNSs and ensure that they follow social
contracts by practicing only legally and acceptable activities
on SNSs
4.Current and Controversial Issues: the discovery and
discussion of current and controversial issues on SNSs so as
to use SNSs for learning, critical thinking and advising others
Of even lesser import, but contributing in a small way none
the less to the successful use of SNSs are:
5.Privacy and Security Measures (viewers of profile): an
appreciation/awareness of who is likely to view profiles on
SNSs
6.Suspect Information: careful checking of information
before it is posted to ensure accuracy and reliability, as well as
checking other peoples information so that they are not
misled by anything read on SNSs
7.Personal and Professional Time: a separation of personal
and professional activities on SNSs to ensure that work is
complete before social activities occur
8.Professional and Ethical Behaviour (Content): a variety of
information, inclusive of personal information, is posted that
will not have embarrassing or other similar implications
9.Positive Attitude: extensive use of SNSs throughout the
week and weekend to down/upload information which reflects
a positive attitude towards the use of SNSs and other
users.The research also indicates that the successful use of
SNSs is measured by the extent to which: a range of content is
available for viewing on a profile; SNSs are used to explore
the profiles of people in whom users are interested; the
behaviour of users includes looking at strangers profiles (and
vice versa), stalking and being defriended; the terms of use of
SNSs are known and followed; professional work is
completed before personal activities undertaken; information
on SNSs is analysed critically and accurate information is
displayed; a variety of users are active on SNSs each using
SNS differently; users collaborate and engage each other on
current and controversial issues; a sense of well-being and
connectedness is derived from use of SNSs; and SNSs are
used to interact with peers and lecturers and entities in the
academy, for example, the library.Finally, it should be noted
that the research focused on the use of Facebook in a higher
education setting. Whilst the results are not generalisable to
other SNSs and contexts, the results do serve as useful
research pointers.
VIII. CONCLUSION
SNSs are popular online destinations that offer students,
lecturers, teachers, parents and businesses easy ways to build
and maintain their relationships with each other. This research
explored the use of Facebook in educational institutions
culminating in the production of a set of factors for successful
use of SNSs in such educational institutions.
SNSs can be used productively and to great advantage, but
can also pose a significant threat to users if used without
circumspection. The set of factors attempt to craft a use of
12
SNSs that exploits the positive characteristics, whilst at the
same time mitigating the negative characteristics. In an
educational context, SNSs hold great promise.
This research focused on the use of specifically Facebook in
an educational setting. Future work could usefully explore the
use of Facebook in different settings (for example, schools,
other universities) and the use of different tools (for example,
flickr, MySpace) in educational settings. The applicability of
the factors in a business setting could also be explored.
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